Content Analysis of Evidence-Based Articles in 'The Journal of Special Education'
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| Title: | Content Analysis of Evidence-Based Articles in 'The Journal of Special Education' |
|---|---|
| Language: | English |
| Authors: | Fisher, Larry B., Spooner, Fr, Algozzine, Bob (ORCID |
| Source: | Journal of Special Education. Feb 2019 52(4):219-227. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Secondary Education |
| Descriptors: | Content Analysis, Evidence Based Practice, Elementary School Students, Secondary School Students, Disabilities, Special Education, Benchmarking, Comparative Analysis, Periodicals, General Education, Educational Benefits, Intervention, Academic Achievement, Teaching Methods, Research Reports |
| DOI: | 10.1177/0022466918794952 |
| ISSN: | 0022-4669 |
| Abstract: | Conducting and supporting scientifically valid research activities and implementing evidence-based practices have driven recent hopes and efforts to achieve better outcomes for all students. In the context of ongoing internal review and continuous improvement, we were interested in how this evolution was reflected in empirical studies published in "The Journal of Special Education" ("JSE"). We coded key variables related to evidence-based research in articles published between 2004 and 2017. We found that most studies included elementary- or secondary-aged students with disabilities in general or special education classroom settings with teachers or researchers assessing the benefits of academic skill training interventions using single-case designs. We discuss implications for ongoing internal reviews and assessments as well as for comparisons, benchmarking, and evaluations within the field. |
| Abstractor: | As Provided |
| Number of References: | 31 |
| Entry Date: | 2019 |
| Accession Number: | EJ1203728 |
| Database: | ERIC |
| Abstract: | Conducting and supporting scientifically valid research activities and implementing evidence-based practices have driven recent hopes and efforts to achieve better outcomes for all students. In the context of ongoing internal review and continuous improvement, we were interested in how this evolution was reflected in empirical studies published in "The Journal of Special Education" ("JSE"). We coded key variables related to evidence-based research in articles published between 2004 and 2017. We found that most studies included elementary- or secondary-aged students with disabilities in general or special education classroom settings with teachers or researchers assessing the benefits of academic skill training interventions using single-case designs. We discuss implications for ongoing internal reviews and assessments as well as for comparisons, benchmarking, and evaluations within the field. |
|---|---|
| ISSN: | 0022-4669 |
| DOI: | 10.1177/0022466918794952 |
